Developing Preschool Children's Computational Thinking with Educational Robotics: The Role of Cognitive Differences and Scaffolding [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019).

Autor/inn/en	Georgiou, Kyriakoula; Angeli, Charoula
Titel	Developing Preschool Children's Computational Thinking with Educational Robotics: The Role of Cognitive Differences and Scaffolding [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019).
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Thinking Skills; Scaffolding (Teaching Technique); Preschool Children; Robotics; Skill Development; Computer Software; Cognitive Style; Comparative Analysis; Abstract Reasoning; Problem Solving; Scoring Rubrics; Instructional Effectiveness; Childrens Embedded Figures Test + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Robotertechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Cognitive styles; Kognitiver Stil; Abstraktes Denken; Denken; Problemlösen; Scoring formulas; Auswertungsbogen; Unterrichtserfolg
Abstract	The development of computational thinking is as important as writing, reading and arithmetic, and, it should start as early as kindergarten (Wing, 2008). However, little has been done in terms of investigating the factors influencing the development of computational thinking in preschool education (Bers et al., 2014; Ching et al., 2018; Kazakoff et al., 2013; Sullivan et al., 2013). Accordingly, the study herein investigated how young children's computational thinking could be developed using the Bee-Bot and two scaffolding techniques, while children's field-dependence/independence (FDI) was taken into consideration. The study has practical significance for classroom teachers, as they can use the results of this research to integrate the teaching of computational thinking skills in their lessons. [For the complete proceedings, see ED608557.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01